Inquiry Reflection

 This term I have been trying to continue to implement BSLA into my Literacy Programme. I have not been attending the Zooms this term but I have the resources available to access.

Successes this term:

I have been using the Fun Facts resources. I use these as a whole class shared reading and I have been finding success in the students independently working on the comprehension tasks that follow on from them. I think this is a good skill to develop for the more able readers as they are now reading to learn information. I think these would be a good resource for older students in our school to use as well.

I am continuing to teach whole class PHOM lessons, which I think are valuable. I like the explict teaching in these lessons.  I have not been making a good connection with the BSLA reading groups so that the sequence is aligned. I need to address this once I have completed testing and restructured by groups and identified needs.

Challenges:

I am feeling unsure of the progress being made in my BSLA reading groups. Some students seem to be moving well, others seem to take 2 steps forward, 1 step back. I hope that my BSLA release time can ensure that I can correctly assess them and discuss with Ange.

I need to take the time to really master the small group teaching of reading.

I will need to take some time to review this.

It is challenging to try to correctly implement the BSLA programme alongside the rest of my Y3 learners who now read 8yr +. But I think that the foundational knowledge is beneficial for me to use at any level.

Oral Narrative Zoom reflections

Recommended that Oral narrative lessons to be done separately, I will start to do these in the afternoon with writing lessons.

Hack- narrative cards- magnetize

Hack-Fun facts- comp questions can be done independently (I will try to use these for some of my reading groups)

These lessons can be helpful to transfer into writing

Taumata 2/3- Story structure elements Character/setting etc Explicit teaching

Taumata 4/5 adjective, adverbs etc etc

Taumata 4

Sequencing

Before- talking about what happens before

Adjectives/Adverbs/Complex noun phrases- link to writing.

Taumata 5

Metacognitive verbs- thoughts/feelings/other people's perspectives

Metalinguistics verbs- how characters feel based on what they say

Weeks 7-10 Vocab Deep Dive

Look at Module 3.A.1

Goal: Incorporate this into afternoon programme reading and writing.

Morphological Teaching Strategies- Zoom Reflections

 Taumata 4- Mahuri 

Taumata 5- Rakau

Notes:

• Lead chn to see/discover pattern before teaching it. (e.g ch/tch lesson in video)
• Recommended number of repetitions- research proven (refer to lesson plans)
• Word chains in list one after another. Read back. Goal to be fast, focus on spelling not handwriting etc.
• Link to reading and writing: Taumata 4 Phom to reading. Taumata 5 focus on writing and reading from Phom lesson.
• Use shared text in PHOM lesson. Engaging all learners.
• Refer to optional extension to differentiate for all learners.

Reflection:

I am noticing that my whole class PHOM lessons may not be effectively reaching all learners needs. The children reading Level 19-25 are picking up spelling patterns quickly and need extension. The children in Tupu need more support. The Mahuri group that these PHOm lessons are aimed at are identifying the target sounds in the texts but not transfering them to writing.

I can see how Taumata 5 lessons would really benefit the higher groups and I am wondering if there is a need for the Tupu group to join Rita's class as we had originally planned.

Takeaway:

-Plan to use shared text in PHOM lesson.

-Move though scope and sequence as planned and cycle back.